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在生物学习中,学生可能由于学习经验和生活经验的不足,提不出问题或在问题面前束手无策。这时,教师应从学生的心智状态出发,抓住学生理解生物知识可能产生的疑惑,精心创设问题情景,设法在学生与问题之间构架起一座桥梁,引导学生从中发现问题、提出问题,使学生确实感到有问题要问。1“.生物教材”之问教材内容中有许多有价值的问题,以教材的基点开展探究,探究的结果远远超出课本所涵盖的知识。课堂上,首先让学生联系自己的生活实际,结合教材中涉及的生物学知识,提出自己感兴趣的问题,然后到课
In biological learning, students may be unable to ask questions or be helpless in the face of problems due to lack of learning experience and life experience. At this time, teachers should start from the students’ mental state, seize the students’ understanding of the possible doubts of biological knowledge, carefully create problem scenarios, manage to bridge the gap between students and problems, guide students to find problems, ask questions, and make students Really have questions to ask. There are many valuable issues in the content of 1“biology textbooks”. The exploration is based on the basic points of the textbooks. The results of the exploration go far beyond the knowledge covered by the textbooks. In class, students are first asked to contact their own real life, combine the biological knowledge involved in the teaching materials, and ask questions that they are interested in, and then go to class.